Subsidiary texts, materials, and resources-what we call content scaffolds-are organized around the line of inquiry and are designed to support the learner in developing the necessary content and skills and practices for engaging in the anchor text (see Figure 1 for an overview).Īlthough a text set is scaffolded by arranging materials to ensure access to content for all learners, we know that simply providing materials leveled to a learner’s reading ability is not necessarily enough of a scaffold. For our teacher professional development program, Linking Science and Literacy for All Learners (see Resources), the line of inquiry of a text set is organized around an anchor text. There are many ways of organizing a multimodal text set. ![]() One approach to addressing barriers that grade-level complex science text may present is via the use of a STEM multimodal text set-a collection of resources from different genres, media, and levels of complexity (i.e., different reading levels) that are strategically organized to build vocabulary, background knowledge, and interest around a particular science topic ( Folk et al. For example, science texts often use technical and unfamiliar vocabulary, lack elaboration through examples, can be conceptually dense and contain abstract ideas, and involve unfamiliar text structures different from those seen in narrative or fiction text ( Mason and Hedin 2011). Grade-level complex science texts can present significant barriers for many learners, especially students with disabilities. However, engaging our learners in grade-level complex science texts can be an extremely difficult task and, as a result, is avoided in our instruction ( Amendum, Conradi, and Hiebert 2018 Fisher and Frey 2014). ![]() Further, evidence supports the use of complex text in preparing students for college and careers (e.g., CCSSO 2017). National and state standards state that all learners should use informational texts (e.g., Next Generation Science Standards Common Core State Standards for English Language Arts Reading in Science and Technical Subjects NGAC and CCSSO 2010).
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